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time for mind-numbing testing and memorization skills.

For example in math, students practice solving as many problems as possible in a given time frame. This practice is designed to teach kids how to complete math problems during timed State tests. Do students really understand solving math problems? In most cases doubtful, because this practice is merely another method of memorization of answers to the same or similar math problems encountered on State tests. In writing, students practice writing answers to prompts from previous State tests. Arguably another memorization strategy in preparation for future State tests students must take. So why do teachers need highly qualified status to teach their subject?

The second goal to improve academic achievement of disadvantaged students is difficult to realize. This goal focuses on students categorized as low-achievers, limited English skills, migratory, have disabilities, Native American, neglected or delinquent, need reading assistance, and the gap between minority and non-minority. This goal is excellent and a student focus is necessary, but difficult to achieve due to category specific issues. Unique problems and issues in each category require resolution to achieve the goal. NCLB professes to address issues and mandated resolution by supplemental programs and funds.

The reality of goal two is a cookie cutter; one size fits all approach to teaching and learning. Students, regardless of category, are taught as though they popped out of the same cookie mold. 100% of all students, regardless of category are required to pass (score minimum level) mandated State tests by 2014. Reality is the impossibility that 100% of students will pass these State tests. If applied to any human endeavor, 100% is impossible. An unfortunate impact of the cookie cutter approach to teaching and learning: high achieving students are not challenged, average achieving students coast, and only low achieving students are challenged. Students are left behind using this cookie cutter, one size fits all approach.

Students' attention and desire to learn wanes as school year pass. Schools days filled with endless testing and memorization causes students to lose interest. You may think this only happens at the high school level, but the reality is that it begins as early as second grade. NCLB stimulated the development or discussion of additional barrier tests high school students must pass to earn a diploma. High school students are left behind due to this barrier.

Principals, teachers, and students are under a great deal of pressure to reach that unattainable 100% pass rate by 2014. School districts post State test scores online and in newspapers. Property values rise and fall based on State test scores. Highly qualified teachers in subject areas fill classrooms only to proctor tests and teach memorization skills. Students categorized and endlessly tested become stressed. So when your child comes home saying he/she is bored or doesn't understand a subject, the answer is simpler than you think. The teacher, the school, and your child are caught in another federal program. The reality of No Child Left Behind is most children are left behind.

Learn more about this author, David Wetzel.
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